How to Manage Student Consulting Projects describes the key principles and tools needed by project advisors to manage student consulting projects in an academic setting. The authors highlight different approaches for managing student consulting teams, including an innovative model in which graduate students manage undergraduates. This model of experiential learning suggests that project advisors should include reflection of learning as a key outcome for any student consulting project. The book also emphasizes the importance of evaluating both team and individual performance in a project's overall success, and data are shown on the positive impact that student teams have had on clients. In addition to offering strategies that project advisors can use to improve project performance, the book provides information for program administrators and deans, as well as project managers in non-academic settings, to help in the development and running of project-based learning.

Student voices in transition reports the experiences of 70 students who entered university through two national award-winning pathways at Monash University in Australia and South Africa. It provides insight into why these students sought university qualifications, how they adjusted to university study, the challenges they faced and the rewards they experienced. Their voices confirm that effectively adapting to university entails more than the acquisition of new study skills. The challenges faced by commencing university students, particularly those who have past experiences of modest academic achievement, extend beyond classrooms into their social life and sense of identity. The students confirm that it is in the first year at university that they learn the appropriate skills, behaviours, attitudes and values necessary to become successful students and graduates. Curriculum and teaching practices that cultivate student identities enable them to become future-focused and optimistic learners, equipped with adaptive learning strategies and able to build and sustain academic momentum. Student Voices in Transition contextualises the experiences of students studying in Australia and South Africa within recent international research and confirms that many of the challenges and rewards of adapting to university teaching and learning practices are generic and similarly experienced internationally. The student participants provide insights into what is entailed in coping with competing academic, social and workplace demands. Their observations and perceptions will be of interest to commencing students and their families, as well as university educators and administrators engaged in supporting new students. Producing graduates who are ethical and engaged citizens, critically enquiring and work-ready, requires universities to understand their commencing students and to explain the acquisition of these attributes. In Australia and South Africa, as in many other states, higher education policies seek to broaden participation among underrepresented student groups. Universities have responded with pathway programmes that attract, prepare and retain students from increasingly diverse backgrounds. To effectively equip these students for success in their studies, it is important to understand how they experience university. Student voices in transition explores how previously underrepresented students perceive, experience and learn to successfully adopt university learning practices.

It is an old cliche that leading and managing academics is like herding cats. This book challenges this myth and presents a way to deal with the many challenges of academic leadership, from managing departments, research groups and teams to managing tensions between research and teaching. The book is a practical and stimulating guide to different pathways to successful academic leadership, both in personal and organizational terms.

Marvel at the neuroscientific reasons why smart teens make dumb decisions! Behold the mind-controlling power of executive function! Thrill to a vision of a better school for the teenage brain! Whether you're a parent interacting with one adolescent or a teacher interacting with many, you know teens can be hard to parent and even harder to teach. The eye-rolling, the moodiness, the wandering attention, the drama. It's not you, it's them. More specifically, it's their brains. In accessible language and with periodic references to Star Trek, motorcycle daredevils, and near-classic movies of the '80s, developmental molecular biologist John Medina, author of the New York Times best-seller Brain Rules, explores the neurological and evolutionary factors that drive teenage behavior and can affect both achievement and engagement. Then he proposes a research-supported counterattack: a bold redesign of educational practices and learning environments to deliberately develop teens' cognitive capacity to manage their emotions, plan, prioritize, and focus. Attack of the Teenage Brain! is an enlightening and entertaining read that will change the way you think about teen behavior and prompt you to consider how else parents, educators, and policymakers might collaborate to help our challenging, sometimes infuriating, often weird, and genuinely wonderful kids become more successful learners, in school and beyond.

"If we can get adult development right, we can change the world!" Adult development . . . in schools? Yes. In fact, understanding and sharing ideas-and implementing practices-that help adults explore experiences and assumptions is a powerful driver of school change. Eleanor Drago-Severson and Jessica Blum-DeStefano share expertise that has evolved from their many decades of research and work with educators and show you how to: Deepen your understanding of adult development and its role in systemic and schoolwide change and educational improvement. Connect theory to practice with developmentally oriented structures and strategies that enhance collaboration, communication, and feedback. Support individual and organizational growth with a differentiated approach to leadership and capacity building. Build trust, capacity, collegiality, and sustainability with developmental practices that meet adult needs. Whether you work in a school, district, university, educational institution, or other learning organization, you'll learn how to infuse leadership, collaboration, communication, and capacity building with a deep understanding of individuals' experiences and capacities-and how they influence our day-to-day work. Leading Change Together explains how you and other adult learners can effect tremendous change in schools and systems.

Mapping the uncertain landscape of education in the wake of the COVID-19 pandemic, Digital Learning in Higher Education examines how higher education (HE) institutions have moved to widespread digital learning in an effort to maintain the educational experience. The book navigates the possibilities that lie ahead, exploring the beginnings of a new future for HE. Reflections from HE practitioners on this rapid transition to digital and remote learning offer key perspectives on the new online learning mode, as experienced by students, teaching staff, and those in the wider field of education, including learning technologists, librarians, and publishers. Spurred on by the changes in thinking necessitated by the pandemic, the book highlights the possibilities facilitated by online learning, from enhanced inclusivity to making education accessible to wider audiences. It concludes with a proposal for how we might "build back better" and continue to evolve the sector. Timely and comprehensive, this book will support the pedagogical decision-making of HE practitioners both now and in the future. Offering an insight into what the "new normal" of education may soon resemble, it will also be beneficial to HE management and other educational professionals, helping to guide their policy and financial decision-making processes regarding digital technology.

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions - into, through, and out of higher education - to present a thorough analysis of the topic. With key contributions from top scholars, the Handbook investigates student transitions, exploring how students require different pedagogical approaches as they progress through university or college. A wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place is used to provide examples of how teaching and learning in geography can be enhanced. It identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy. With a useful resources section included in each chapter, this Handbook is a vital reference source for those teaching geography in higher education settings. Written in an accessible style, it will also be of use to early career geographers and those who are new to teaching, including postgraduate students. Contributors: C. Arrowsmith, K. Barton, S. Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson, M. DeMers, S. Dyer, J. Esson, M. Finn, E.H. Fouberg, D. France, I.C. Fuller, A.L. Griffin, M. Haigh, R.L. Healey, J. Hill, R. Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T. Huynh, J. Kerski, P. Klein, P.E. Kneale, A. Last, J. Lee, A. Maddrell, N. McDuff, G. Miller, L. Mol, N. Moore-Cherry, C. Mott, A. Parton, E. Pawson, M. Poskitt, K. Ramdas, C. Ribchester, B. Rink, Z.P. Robinson, J. Salo, D.M. Schultz, I.D.H. Shepherd, M. Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R.I. Waller, K. Whalen, E. Wigley, P. Wolf, N. Worth

When children of color enter their classrooms each year, many often encounter low expectations, disconnection, and other barriers to their success. In The Innocent Classroom, Alexs Pate traces the roots of these disparities to pervasive negative stereotypes, which children are made aware of before they even walk through the school door. The cumulative weight of these stereotypes eventually takes shape as guilt, which inhibits students' engagement, learning, and relationships and hurts their prospects for the future. If guilt is the primary barrier for children of color in the classroom, then the solution, according to Pate, is to create an Innocent Classroom that neutralizes students' guilt and restores their innocence. To do so, readers will embark on a relationship ""construction project"" in which they will deepen their understanding of how children of color are burdened with guilt; discover students' ""good,"" or the motivation behind their behaviors, and develop strategic responses to that good; and nurture, protect, and advocate for students' innocence. Ultimately, students will reclaim their innocence and begin to make choices that will lead to their success. Teachers will renew their commitment to their students. And the current ineffective system can give way to one that reflects a more enlightened understanding of who our children are-and what they are capable of.

This is a practical guide to reflective practice for teachers and trainee teachers in the FE and skills sector. Reflective practice is a key element of teaching and this comprehensive and accessible guide introduces and explains this area of practice for trainee and new teachers. It asks 'what is reflective practice?' and includes an exclamation of the processes of reflection and tips on reflective writing. Many trainees and new teachers need support in reflective practice. Written for all those working towards QTLS, this text gives practical guidance on how to become a reflective practitioner and examines how this relates directly to teaching in the FE and skills sector, and how reflection can benefit teaching. This second edition includes new chapters on 'reflective teaching and learning' and 'reflection-re-action', a new Theory Focus feature. Richard Malthouse has extensive knowledge of education and training in the UK and abroad. He currently works in training design and performance needs analysis for a large law enforcement agency. Alongside this, Richard is the director of a successful company offering coaching to individuals. Richard is a Doctor of Education and a Fellow of the Institute of Learning. Jodi Roffey-Barentsen is Programme Manager of the BA (Hons) in Education and the Foundation Degree in Learing Support at Farnborough College of Technology and is involved in a range of initial teacher training programmes. Jodi also works as a consultant for the Institute of Learning. Jodi is a Doctor of Education and a fellow of the Institute for Learning.

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

How to Manage Student Consulting Projects describes the key principles and tools needed by project advisors to manage student consulting projects in an academic setting. The authors highlight different approaches for managing student consulting teams, including an innovative model in which graduate students manage undergraduates. This model of experiential learning suggests that project advisors should include reflection of learning as a key outcome for any student consulting project. The book also emphasizes the importance of evaluating both team and individual performance in a project's overall success, and data are shown on the positive impact that student teams have had on clients. In addition to offering strategies that project advisors can use to improve project performance, the book provides information for program administrators and deans, as well as project managers in non-academic settings, to help in the development and running of project-based learning.

More than a century ago, the University of California established the University Farm at Davis to showcase the achievements of its thriving College of Agriculture and to train students in the practical arts of farming. Since enrolling its first students in 1908, UC Davis has evolved into a world-class university offering a full spectrum of studies. UC Davis research over the decades has had far-reaching impacts, including innovations in viticulture and enology that have improved winemaking around the world. Colorful traditions like Picnic Day celebrate the depth and breadth of this historic institution and show off its handsome campus. Most pictures in this book come from the university archives, with some images from the McCurry and Eastman collections and others taken by the distinguished photographer Ansel Adams.

What role can the university play in the broader community or society in which it is embedded? Must it remain segregated in the halls of science and knowledge, which tower above the community? This book examines the growing number of questions and concerns around university-community relations by exploring widely accepted theories and practices and placing them under new light. From a shared point of agreement that the university is an institution which should move beyond the production of higher knowledge for power elites, the contributors provide critical reflections and reports on efforts to bring about change in the canonic discourse or power-biased attitudes in universities throughout the Northern Hemisphere and Australia. The central message is that the strengthening of direct relations between universities and communities is vital to the construction of social capital and to the opening of universities to society. These are processes to be advanced on both local and international levels, as they involve democratizing rather than corporatizing, extending the reach of our educational process, sharing knowledge, resources, and expertise and reinforcing community decision-making and problem-solving capacity. How these processes of change develop and unfold within a number of universities in a wide range of countries is the story told in this book. This book will appeal to a wide readership, from students and community activists looking to make education meaningful and cooperative, to educational policy makers, members of the professoriate, and academic administrators, seeking to sustain withering institutions and provide vision for new program developments. Contributors include: M.A. Almiron, N. Bibu, J. Blanco Lopez, R. Buber, D. Campbell, M.J. Casa-Nova, G. Csepeli, A. de Pree, A. Feinsod, G. Franger, N. Georgeou, B. Haas, Z. Haberman, G. Hegyesi, S. Herran, E. Ivanova, A. Koever, M. Lisetchi, R.A. Lohmann, S. Mackerle-Bixa, M. Meyer, J.P. Murray, D. Pendleton, D. Perry, P. Rameder, M. Rawsthorne, B. Sporn, K. Talyigas, C. Winkle

The path of a doctoral student can feel challenging and isolating. This guide provides doctoral students with key ideas and support to kick-start a doctoral journey, inspire progress and complete their thesis or dissertation. Featuring observations from experienced supervisors, as well as the reflections of current and recent postgraduate researchers, this intimate and entertaining book offers vital insights into the critical moments in any doctoral experience. Bringing together the voices of doctoral supervisors and candidates past and present from around the globe, How to Keep your Doctorate on Track will be a trusted companion for any PhD, DBA or EdD student. Supervisors and those offering support and guidance to doctoral candidates will also glean valuable insight into fresh approaches and their own practice. Contributors include: A. Alecsandru, F. Archontoulis, C. Atkinson, A. Byrnes-Johnstone, J. Callahan, A. Casey, R. Cole, O.S. Crocco, M. Cseh, Z. Djebali, G. Dobson, J. Donaghey, D.C. Duke, U. Furnier, V.O. Gekara, T. Gray, T.W. Greer, A. Hallin, B. Harney, G. Henry, C. Hughes, P. Jordan, M. Knox, S.F. Lambert, A. Lee, Q.Y. Lee, A. Lobo, R. Markey, N.S. Mauthner, E. McDonald, L. McKerr, D. Nickson, K. Nimon, E. Partlow, H. Prescott, N. Reynolds, S. Riaz, A. Robertson, J. Robinson, K. Rosenbusch, G. Ryan, J.J. Saunders, M. Shirmohammadi, M.K. Tran, A. Trif, M. Valverde, P. Watson Black, V. Webster, R. Whiting, C.F. Wright

The story of Centenary College begins just a few years after the Civil War. Tested by fire in 1899, it evolved from a coeducational Methodist preparatory school and collegiate institute to an all-girls' school in 1910, later becoming a junior college for women in 1940. In 1976, Centenary transformed into a four-year women's college. Men returned to campus in 1988 as the college became northwestern New Jersey's only four-year coeducational institution. In the 1990s, graduate programs and off-campus accelerated degree programs were created to meet the needs of a new generation of students. Centenary's history is remarkably preserved in its extensive archives, which contain thousands of historic photographs and documents.

This timely Handbook investigates the many perspectives from which to reconsider teaching and learning within business schools, during a time in which higher education is facing challenges to the way teaching might be delivered in the future. Bringing together a diverse range of expert contributors, this Handbook fills gaps in current knowledge and research, whilst expanding and exploring new fields. Topics covered include the use and value of learning technologies, leadership education and continuous professional development of research-based teachers. Crucially, the Handbook considers how faculty at all levels of seniority will be forced to challenge their own modus operandi in designing and delivering teaching. This is especially important during and in the aftermath of the COVID-19 pandemic, where blended learning should be carefully assessed before it is adopted as part of any course design. Offering both practical suggestions and cutting-edge research into the field, this Handbook will be a key resource for academics, practitioners and students in business and management education who wish to consolidate their teaching and learning and further understand the broader issues surrounding it.

'This book is Masterful, Evidence-based, Memorable, Operational, Readable, and the best book for You on memory.' Professor John Hattie Teacher Toolkit Guides transform the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. 2.0, this book unpicks the research behind how learners retain and recall information. It provides evidence-based strategies for improving memory in the classroom. Cleverly designed with infographics, charts and diagrams, The Teacher Toolkit Guide to Memory provides clear, visual explanations of how memory works, including short-term and long-term memory, working memory, semantic memory and episodic memory. Ross presents a wealth of original ideas for incorporating this theory into day-to-day classroom practice, with proven methods for aiding knowledge retention and testing recall, to boost learning, support revision and motivate pupils. Breaking down the key theories of cognitive load, cognitive apprenticeship and brain plasticity in an easy-to-digest format, this is the perfect guide for teachers looking to understand how to improve memory and how they can maximise their impact in the classroom. Each book in the Teacher Toolkit Guides series explores a key principle of teaching and learning, and offers research-based techniques to transform classroom practice. Every book includes a bespoke version of Ross's renowned Five Minute Lesson Plan, as well as ready-to-use templates and worked examples. Supported by infographics, charts and diagrams, these guides are a must-have for any teacher, in any school, and at any level.

Although much has changed in schools in recent years, the power of differentiated instruction remains the same-and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.

Focusing on academic entrepreneurship in the university context, the authors explore how researchers, teachers, students, academic managers and administrators make sense of entrepreneurship and of the paradoxes and contradictions involved. The book investigates how these diverse entrepreneurial actors and their stakeholders interpret and analyse entrepreneurial activities within the university ecosystem. New Movements in Academic Entrepreneurship covers research commercialisation, academic start-up companies and entrepreneurship education, as well as university-society relationships more widely. With contributions from Europe, North America and Asia, this book helps to broaden our understanding of academic entrepreneurship using original theoretical insights and rich empirical data. Essential reading for students and researchers of entrepreneurial universities and ecosystems, this book provides fresh theoretical frameworks and an inclusive understanding of academic entrepreneurship.